


TERRITORIAL NORMAL 

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TRAINING SCHOOL 



TERRITORY OF HAWAII 
HONOLULU 



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ESTABLISHED IN 1895 



CATALOGUE FOR THE YEAR 1910-1 1 






Digitized by the Internet Archive 
in 2011 with funding from 
The Library of Congress 



http://www.archive.org/details/catalogueforyearOOhono 



TERRITORIAL NORMAL 

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TRAINING SCHOOL 



TERRITORY OF HAWAII 
HONOLULU 



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ESTABLISHED IN 1895 



CATALOGUE FOR THE YEAR 1910-1 



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THE DEPARTMENT OF PUBLIC INSTRUCTION. 



."--- Willis T. Pope, B. S Superintendent 

'^■^ Miss Ella H. Paris Commissioner from Hawaii 

John T. Aloir Commissioner from Hawaii 

'^^ \Vorth O. Aiken Commissioner from Maui 

"V Mrs. May T. Wilcox Commissioner from Oahu 

A\\ L. Stanley Commissioner from Oahu 

Wm. Hyde Rice Commissioner from Kauai 

]\Iiss Daisy Smith Secretary 

Charles K. Stillman Assistant Secretary 

T. H. Gibson Normal Inspector 

Territorial Normal School. 

(a) Academic Department. 

(b) Industrial Department. 

1. Woodwork. 3. Cooking-. 

2. Sewing 4. Agriculture 

(c) Training" Department. 

Faculty, 1910-1911. , 

Normal Department. 

Edgar AVood, ^I. A., Principal. 

Miss M. Ida Zeigler, B. L., Preceptness, 
Mathematics. 

Miss Ida G. MacDonald, B. A., 
History and Civil Government. 

Mrs. Lilla G. Marshall. San Jose State Normal, 
English and Expression Work. 

Miss Ruth Shaw, B. S.. 
Geography, Methods of Teaching and Psychology. 

Miss Delia M. Stone, B. A., 
Literature. 

Miss Elsa Peterson, B. A., 
IVlathematics and English. 

Miss ]\Iaud Dauson, B. A., 
Nature Study and Biology. 



Industrial Department. 

George S. Raymond, Tufts College, Engineering School, 
Industrial Work, and Chemistry and Physics. 

Miss Jane M. Waite, Diploma Teachers' College, 
Domestic Science and Art. 

Training Department. 

Training Teachers. 

Miss Margaret M. Cooke, Miss E. Marjorie K. Freeth, 

Miss Carolyn R. Fulcher, Miss Mary A. Grote, 

Miss Florence M. Winter, Miss Laura A. Merrill, B. A., 

Miss Marie H. Douglas, Miss Eva Dawson, B. A., 

Miss Helga A. Wikander. 
Special Teacher, Mrs. Anna B. Tucker, Music. 



HISTORY OF THE ORIGIN AND THE DEVELOP- 
MENT OF THE NORMAL SCHOOL. 

In the time of Arnistrong. 1847-1860. Institutes were held 
for the teachers under the name of 'Normal Schools.' These 
formed one of the most efficient means of improving the 
teaching force. The so-called 'Xormal Schools' of the time 
of Armstrong were revived under the name of Teachers' Con- 
ventions, and carried on to the great advantage of the schools 
by Mr. Hitchcock, 1870-1877. ^Mr. Hitchcock, in his official 
report, makes the following urgent appeal for a fully equipped 
Normal School : 

"Before concluding, Gentlemen, permit me to call your at- 
tention to the imperative necessity now existing for a normal 
school in our midst. In our common schools are now gath- 
ered the future talent and hope of the nation. In proportion 
to the education which it receives, will be the future progress 
of this nation in civilization and enlightenment. In proportion 
to the capability of our common school teachers, will be the 
advance, in great measure, of education in the land. The 
whole statement of the case is this : The teachers of our 
common schools must be specifically educated for their work. 

The teachers' conventions now instituted will lend a strong 
aid to the consummation of this desirable end. But nothing 
can take the place of an institution where persons are specially 
trained up to become educators. There is a world-wide 
diiYerence between the mere teacher and the trained edu- 
cator. Of the former, we have an abundance, of the latter, 
there is a great scarcity. If we would attain to a stand in 
the van of civilization and progress, we must educate our 
common school teachers for their work." 

In 1872 rules were published requiring all teachers to at- 
tend "Institutes. Normal Schools." of eight days each, twice 
each year. These w^ere conducted at convenient points 
throughout the group. 

In 1890 one central "Convention or School" was held at 
Honolulu. Traveling expenses were allowed teachers coming 
from the outside districts. These expenses amounted to more 
than $4,000 at one meeting. 

In 1895 a Normal School department was organized in the 
Honolulu High School. In 1896 provision was made for 
a small amount of school room training as a part of the 



course offered, and the name "Honolulu Normal and Training 
School'' was assumed. 

In 1899, after the establishment of the "Normal and Train- 
ing School" in the old Fort street school building, the Minister 
of Public Instruction reports on the condition of the buildings 
as affecting the work of the school and the problems to be 
solved and the solution proposed. 

"Since the change of the training department of this school 
from its old quarters in the Royal School yard to the old Fort 
street school building, now occupied by the Normal School, 
there has_been a marked improvement in the work of the 
school; it is now in better working shape. There are still, 
however, physical difffculties in the way. 

"The school has been devoting itself to training the teachers 
in the most enlightened methods of instruction, bringing out 
the effect of coordination of studies and the value of industrial 
and agricultural work. 

"The Normal School is the main source of supply of teachers 
in this country. The cause of education is, therefore, in a 
measure, dependent upon the kind of teacher turned out by 
the school. 

"The colleges and normal schools of the various States are 
the only other available source of supply of teachers. This 
fact, however, should not be used as an argument against in- 
creasing the efficiency of our local Normal School. Hawaii 
is a country of peculiar conditions. The teacher bred to 
these conditions and familiar with the tendencies of the school 
population and the wants of education, is, without doubt, 
preferable to a teacher unfamiliar with these things, from 
some other locality, the general qualifications of the two 
teachers being equal, or nearly so. 

"Up to this time the difficulty has been that the general 
average of proficiency is largely in favor of the latter class, 
and the Department, with the interests of education at heart, 
has granted a large number of applications for appointments 
of such teachers. Fortunately most of these have proved 
themselves zealous workers, adapting themselves with 
rapidity to the peculiarities of the country. They lack, how- 
ever, the quality of permanency and of inbred affiliation with 
the country. Their work is of value to the system of education 
in introducing new ideas ; and though from that standpoint 
possessing brilliancy, it is chaiacterized in many cases by 
lack of duration. The most valuable work to the Department 



is that which is to be performed by our own teachers of the 
intelHgent class, whose c|ualifications will equal those of 
teachers of any Normal School away from here. 

"The Normal School should be given better quarters and 
better facilities, without which there is less inducement to 
the pupils from our own schools to enter and take up teach- 
ing" as a profession and less chance of making desirable 
teachers out of them." 

"In the year 1904 the Superintendent in his report to the 
Governor of this Territory says : 'The Normal School is one 
of the most important educational institutions that the De- 
pai.rtment has under its charge. Under the greatest of diffi- 
culties this school has been carried on in the makeshift build- 
ings on Fort street. The Normal pupils, as they graduate, 
have been sent out to various positions upon the Islands, and 
with hardly an exception they have been of the greatest 
value to the education upraising of the rising generation.' " 

Problems to Be Solved. 

In 1896 the educational problems confronting the teachers 
of Hawaii are described in the Report of the Minister of Edu- 
cation as follows : "The schools are weak on the side of 
thought work, though very good in formal work. While our 
standard of literacy has long been high and a proper occasion 
for pride on our part, our standard of real education was and 
is low. It is necessary to bear in mind the distinction between 
formal studies and thought or content studies. Reading, as 
such, is a formal study; reading for the purpose of gaining 
valuable information, as in the study of history, for instance, 
is a content study; writing, as such, is a formal study; writ- 
ing, as a means of expressing thought deemed worthy of ex- 
pression, as in composition, is a content study. Arithmetic, 
in as far as it ends in the understanding of relations and 
process, is a formal study ; in as far as it is used in the ac- 
quirement of valuable information, it is a content study. 
Drawing, in as far as it consists in learning to reproduce cer- 
tain set forms and the copying of drawings, is a formal 
study; used as a means of expressing that which is in the 
soul, it is a content study. This is especially true of the ele- 
mentary study of language as in our primary schools. As 
a formal study it is limited in its educational value, just as 
are the other formal studies." 



Methods Adopted for Solution of the Problems. 

In the time of Armstrong and Hitchcock, Teachers' Insti- 
tutes, under the name of "Normal School," attempted the 
task of training the teachers of the country for their work 
in the schools. These schools were found to be inadequate. 

In 1895 it was decided that the work of instructing the 
teachers already in the employ of the Department should be 
undertaken by the Summer School and the preparation of 
those wishing to enter the service, by a special Normal class 
in the High School. This class has developed into the present 
Normal and Training School. 

In view of the peculiar conditions due to our cosmopolitan 
population and of the great importance of the work in the 
public schools of the Territory, not only to Hawaii alone, but 
to the cause of education at large, it was decided in 1895 to 
secure the services of leading educators on the mainland to 
assist in the study of conditions and to advise with the Edu- 
cational authorities in the organization of the work. 

During the summer of 1896, Dr. Dressier, and in 1897, Dr. 
Brown, now Commissioner of Education at Washington, lec- 
tured to the teachers in the Summer School and advised with 
the Educational Authorities concerning the conditions exist- 
ing in the schools and the solutions. The assistance given is 
described in the official reports as "incalculable." As a result 
of this investigation into the educational conditions in Ha- 
waii, the Course of Study was strengthened on the side of 
thought work. 

In 1898, Col. Parker explained and illustrated what was 
meant by thought work in relation to the course of study. 
Mrs. Parker illustrated thought work in reading, and Miss 
Allen, of the Cook County Normal School, illustrated thought 
work in the Kindergarten. 

In the Summer School of 1899, Miss Zonia Baber. of Chi- 
cago University, illustrated thought work in grammar and 
high school grades in geography, and Miss Flora J. Cook 
illustrated thought work in the primary grades. 

In 1900, Dr. John Dewey, of Chicago University, lectured 
to the teachers during a summer session of the Normal and 
Training School and advised concerning the working out of 
the content work of the course of study. 

Also in the same year M. Garnier, the French Commis- 
sioner of Education, on a trip around the world examining 
the various school systems, spent a day while in Honolulu on 



his way to the Orient, in the Xormal and Training School 
with the Minister of Public Instruction, Hon. E. A. ]\lott- 
Smith. The purpose of his visit was to investigate our 
methods of work and to see what adaptations had been made 
of the general principles of teaching to meet the problems 
arising from the mixture of races in our schools. He re- 
ported the work as well adapted to the needs of our cosmo- 
politan population. 

The adaptation referred to was (a) the enrichment of the 
course of study in the lower grades — for example, nature 
study, home geography, myths and legends, etc., and (b) the 
emphasis placed upon establishing the relationship between 
the thought and the spoken, written, or printed symbol for 
the thought. This relationship is the basis for all of the 
child's future work. 

In schools where the mother tongue is the tongue of the 
schoolroom, this relationship is established by the home and 
the teacher gives attention principally to drilling the child 
on the recognition of the written or printed symbols, but 
where the tongue of the schoolroom is not the language of 
the home, as in Hawaii, it is necessary to first establish this 
relationship before giving the needed drill on the symbol. 
Only in this way can the teacher be sure that the child is 
learning to talk, write and read the English language. 

Few if any educational constituencies of equal size on the 
mainland of the United States have had the advice of as many 
prominent educators in their respective lines. As a result of 
this investigation into conditions and the careful planning 
of the course of study under expert supervision, the course 
presents the various subjects in a natural sequence and 
proper emphasis is placed on the various subjects at the dif- 
ferent stages in the development of the work. The present 
course of study gives due attention to the thought work on 
the one hand and the formal work on the other. It is the 
harmony of these parts that is so desirable in the school and 
at the same time is so difficult to secure. Special emphasis 
is placed on this relationship in all departments of the school 
work. 

Stages of Development. 

I. From 1847-60 and 1870-77 Xormal Schools were held 
at convenient points throughout the country. 

II. In 1895 a department was organized in the Honolulu 
High School for the purpose of training teachers. The course 



10 

was for one year, and the conditions of admission required a 
Primary Grade certificate, equivalent at that time to about 
Grade VI of the present course of study. 

III. In 1896 provision was made for a small amount of 
schoolroom training as a part of the course offered, and the 
name "Honolulu Normal and Training School" was assumed. 
The conditions of admission remained the same, but the 
course was changed to two years. 

IV. In 1899 the Normal and Training School moved to 
the old Fort Street School. This change of location made 
possible a much needed enlargement of the training depart- 
ment as well as a considerable development of the other de- 
partments. The course was changed from a two years' course 
to a four years' course for graduates of the grammar school 
and a one year course for graduates of a regular four years' 
course in a High School. Certificates were granted to those 
completing three years of the four years' course. 

V. In 1904 the school moved to its present quarters. This 
made possible a general improvement in all the departments. 
In 1909 the certificate granted at the end of the third year was 
abolished and a two years' course authorized for graduates 
of approved High Schools with a four-year course and ex- 
perienced teachers. There are now two courses offered. The 
Diploma granted at the completion of the four years' course 
and the special Diploma granted graduates of the two years' 
course. 

VI. In September of 1911 the Normal School will offer 
work, as shown in Course A, of collegiate rank. 

Financial Assistance of Students. 

In recognition of the fact that many young people of the Ter- 
ritory lack the necessary means for providing themselves with 
a suitable education, an Association was formed in April. 1902, 
called the "Honor Loan and Trust Association," which col- 
lected a fund to be loaned in small sums (not exceeding thirty 
dollars a term) to deserving students of the Normal School, 
who are preparing themselves to become teachers. The pupils 
borrowing money agree to pay it back, with interest at 6%', 
within two years after they begin teaching. The total amount 
borrowed from this fund is $1600.00, and there has been no 



11 

loss whatsoever duriiii;- the eis^ht years of its oi)eration. The 
success and helpfuhiess of this fund could be greatly increased 
if the fund itself were larger. Loans could then be made to 
students wdio desire to continue their training at such schools 
as the Teachers' College. There are a number of such students 
in the Normal School, and the desirability of giving them the 
opportunity to become highly efificient Territorial teachers 
cannot be doubted. An extension of the present fund would 
accomplish this. 

CONDITIONS OF ADMISSION. 

I. The Two Years' Collegiate Course. 

1. Graduates of high schools with an approved four years' 
course of study are admitted without examination. 

2. Teachers holding a Grammar Grade Certificate or its 
equivalent will be admitted on presentation of required cer- 
titicate. 

3. Persons not provided with the foregoing or their equiv- 
alents are admitted on examination. 

II. The Four Years' Course. 

1. Graduates of Grammar Schools are admitted on exami- 
nation or on presentation of evidence that they have satisfac- 
torily completed the w^ork of the Grammar School Course. 

2. High School graduates may be admitted to advanced 
standing. 

3. Other applicants for admission may be admitted by 
examination. 

III. The Elementary or Sub-Normal Course. 

1. Candidates not qualified to enter the Normal Depart- 
ment may be admitted to the Sub-Normal Class where the 
work covers the common branches of the course of study, 
Elementary Algebra and Concrete Geometry. 

Courses Offered in Normal Department. 

The Territorial Normal and Training School maintains two 
courses of stud3% as follows : 

1. A two-years' collegiate course for High School grad- 
uates, experienced teachers with a Territorial Grammar Grade 
Certificate, ,or college graduates. 



12 

■ 2. A fonr-years' course for graduates of the elementary 
schools and an abridgement of this course for graduates of 
High Schools with a four-years' course. Equivalents are 
accepted in the discretion of the faculty. 

Two Years' Collegiate Course. 

The function of this course is to prepare students for ad- 
vanced training in higher educational institutions. Its pur- 
pose is to supply the Territory with teachers possessing high 
pedagogical efficiency. It will be a most potent factor in 
rapidly and~ progressively raising the educational work and 
ideals of the school system. 

The requirement for admission to this Collegiate Course is 
the satisfactory completion of an approved .curriculum in a 
secondary school, covering the usual requirements for college 
entrance. , 

The course will consist of two years in the .modern lan- 
guages, in the English language and literature, in mathe- 
matics and the natural sciences, and one year's work in 
history. 

Students satisfactorily completing this course can enter 
Teachers' College, Columbia University, without examina- 
tion, and with the rank of Junior, finishing there in two years. 

The College of Hawaii admits graduates of the two years' 
course with the rank of Juniors. 

The Four Years' Course. 

The course of four years is designed to meet the .needs of 
those persons that enter the school having the minimum 
scholarship. The object of the course is to give as thorough 
and complete a preparation for teaching in the schools of 
Hawaii as can be given to a student of average ability who 
possesses, on entering, a fair knowledge of the subjects of 
the elementary school course. 

The abridgement of the course makes provision for High 
School graduates and others having an equivalent prepara- 
tion who may wish to be admitted to advanced standing in 
the four years course. High school graduates usually have 
only such knowledge of the elementary school branches as 
they have acquired at an early age and in the grades below 
the High School. This knowledge falls far short of w'hat is 
needed from the standpoint of one who wishes to teach the 
subjects of the school course. 



13 



The California Department of Education, in March, 1906, 
accredited the four years' course of the Territorial Normal 
a,nd Training School as of equal rank with the four-year 
course in the State Normal Schools of California. 

The College of Hawaii admits graduates of this course 
without examination, and gives, in individual cases, credits 
for work done in the school. 

Course A (Collegiate). 

For graduates of Course B, teachers with Grammar Grade 
Certificates and graduates of approved High Schools. Time 
required, two years; leading to a diploma. 



First Year. 
IVIetliods of teaching in the 
Primary and Grammar Grades 
Nature Study 
Biology 
Geography 

Psychology, child study and 
general methods 
Expression Work 
Music 
Electives 
Teachinsf 



Second Year. 
School management and 
school supervision 
Personal Hygiene and 
Sanitation 
Applied Biology 
Geology 

History of Education 
Drawing 
Music 
Electives 
Teaching: 



This course is best adapted to those graduates of approved 
High Schools who wish to prepare for grade positions, schools 
of mixed grades, or for principalshi])s. 

Course B (General). 

For graduates of approved Grammar Schools and teachers 
holding Primary Grade Certificates. Time required, four 
years ; leading to a Life Diploma. 



Freshmen. 
Arithmetic 
Algebra 

Concrete Geometry 
Nature Study 
Ancient History 
Literature 
Expression \\^ork 
IMusic 

Industrial Work 
Geography 



Sophomore. 
Algebra 
Nature Study 
Geography 

Mediaeval & ^Modern History 
Literature 
Expression ^^"ork 
IMusic 
Teaching' 



14 

Junior. Senior. 

Geometry Geometry 

History (English & Hawaiian) Arithmetic 

Literature History (American) and Civics 

Physiology and Hygiene Literature 

Physics and Chemistry Geography 

Expression Work Biology 

Music Psychology, Child Study and 

Teaching General Methods 

Music 

Teaching 

Course C (Special), 

This course, covering a minimum time of one year, is open 
to persons who have taught in the public schools of the Ter- 
ritory. The student, on the recommendation of the faculty, 
may take such subjects from Courses A and B as his previous 
preparation warrants. On the completion of all the required 
work for Course A or B the corresponding diploma wall be 
granted. 

COURSES ARE OFFERED IN THE NORMAL DEPART- 
MENT IN THE FOLLOWING SUBJECTS. 



H. 



HL 



Mathematics : 


a. 


Arithmetic 


b. 
c. 
d. 


Elementary Algebra 
Plane Geometry 
Solid Geometry 


Langua, 


ge: 


a. 


English Grammar 


b. 
c. 


English Composition 
Elements of Rhetoric 


d. 


'Modern Languages 


Science 




a. 


Biological 


b. 


1. Zoology 

2. Botany 
Physical Science 


c. 


1. Physiography 

2. Physics 

3. Chemistry 
Nature Study 



15 

IV. Art: 

a. Illustrative Drawing 

b. Form, color work, etc. 

c. Cooking, sewing, woodwork, gardening and 

printing 

d. Reading 

e. Alusic 
V. Social Science : 

a. History 

b. Civil Government 
VI. Literature : 

a. Folklore and myths 

b. English literature 

c. American literature 
VII. Physical Culture : 

a. Schoolroom gymnastics 

b. Games in and outdoors 

c. Schoolroom hygiene 
VIII. Professional W^ork : 

a. Theoretical 

1. Psychology 

2. Pedagogy 

3. History of Education 

b. Practical 

1. Teaching 

2. Organization and Supervision 

The Building and Equipment. 

The Xormal and Training School occupies two buildings 
at the corner of Hackfeld and Quarry streets. The main 
building is 100 by 70 feet and contains three stories and a 
basement. It is of Flemish bond brick with terra cotta 
trimmings. On the first floor are six class rooms, an oflfice, a 
supply room, a library, and a cloak room. On the second 
floor are eight class rooms, and on the third two class rooms 
and an assembly hall. 

The Manual Training building, containing two rooms, 
stands near the main building. One room is devoted to 
woodwork and the other to domestic science. There are 
benches for about twenty pupils per period in the woodwork- 
ing room, and accommodations for the same number in the 
room devoted to domestic science. All the equipment is 
modern. 

The Science Department is supplied with chemicals, a 



16 

stereopticon, microscopes, a collection of rocks and minerals, 
two sets of relief maps, and about six hundred geographic 
views. 

The history department is supplied with maps, charts, 
about two thousand pictures, Ridpath's History of the World, 
Ratzel's History of Mankind, copies of all the chief school 
text-books on history, and a collection of about one hundred 
books bearing on the subject. 

Purpose and Organization of School. 

The purpose of the school is (a) to aid the student in ac- 
quiring the art of teaching by practice under intelligent di- 
rection, and to instruct him in the science of education; (b) 
to teach the subject-matter of the elementary and High School 
courses, and such subject-matter of collegiate rank as will 
give background for the work of teaching and supervision. 

There are two departments in the school, the Normal De- 
partment, giving instruction in the academic subjects of the 
course and the science of education, and the Training De- 
partment, where the cadets are taught to teach by teaching 
under close supervision. 

In the Normal Department instruction is given in the sub- 
ject-matter of elementary and High School courses, and such 
subject-matter of collegiate rank as will supply background 
for the work of teaching and supervising in the elementary 
grades. The subject-matter of the elementary course is 
taught to give the teachers of the Normal Department an 
opportunity of actually instructing the students in the best 
methods of teaching the subjects of the course. In this way 
the Normal Department keeps in touch with the Training 
Department and directs the method of the school. The school 
is a unit in regard to the methods employed in the school. 

Training Department. 

The training students of the Normal Department are di- 
vided into three classes or groups for convenience of work 
in the Training Department, and the day in the Training 
Department is divided into three parts: 9:00-10:30 a. m., 
10:45-12:00 m., 12:30-2:00 p. m., to admit of each division 
having charge of the work during one-third of the day. Each 
group teaches one week in each period, consequently three 
weeks in each room. The groups then advance a room, the 
group in Grade VIII beginning the work in Grade I. 



17 

In this way each cadet teaches all the subjects in each 
grade and gix'es one-third of his time for three years to ac- 
quiring the art of teaching, and the remaining two-thirds to 
the study of academic subjects. 

The Training Department includes the grades below the 
High School. One room in the Training Department is to be 
used as a miscellaneous school. 

In the Training Department the training t-cacher has the 
general supervision of the room. She directs the cadets in 
the arrangement of the subject-matter, suggests the method 
of presentation, corrects the lesson plans, keeps a record of 
the ability of the cadets to teach and manage a room, teaches 
model lessons and gives assistance to the cadets in the teach- 
ing of the lesson. 

The cadets take charge of the rooms in which they teach, 
prepare the lesson plans, care for the school property, and 
supervise the pupils on the grounds. In this way the cadets 
are prepared to take charge of any school to which they may 
be appointed. 

Pedagogy. 

The study of the science and art of teaching is taken up 
under the following heads : 

1. The Teaching Process: 

(a) The nature of the child 

(b) The subject-matter of the course 

(c) The child's relation to the subject-matter 

(d) The function of the teacher 

2. Special ^Method in Teaching: 

(a) Primary Reading 

(b) History 

(c) Geography 

(d) Natural Science 

(e) Arithmetic 

(f ) Writing and Spelling 

3. General ]\Iethod : 

1. The Chief Aim of Education 

2. Relative \"alue of Studies 

3. Interest 

4. Correlation 

5. Induction 

6. Apperception 

7. The Will 



18 

4. School Organization, Supervision and ^Management. 

5. Psychology and Child Study. 

6. History of Education. 

Courses 1, 2 and 3 are based on McMurray's Special and 
General Method, adapted to meet the conditions in Hawaii. 

School Organization, Supervision and Management. 

"Administration of Public Education in the United States" 
by Button and Snedden, will be used as a basis for the work. 

The school : function, relation to the home and community, 
maintenance., finances, equipment, organization, classifica- 
tion, grading, promotion, courses of study, programs, study, 
recitation. 

The teacher: cjualifications, certification, selection, salaries, 
tenure. 

Discipline : incentives, rcAvards, punishments. 

Supervision by Boards of Education : superintendents, 
supervisors, principals, methods and objects, inspection, tests, 
teachers' meetings, parents' meetings, reports, records. 

Compulsory attendance, reformatory institutions. 

Construction of school buildings : sanitation, heating, ven- 
tilation, lighting". 

Medical inspection : visiting physicians, nurses. 

Evening schools, vacation schools, playgrounds, evening 
lectures, public libraries. 

The school law and regulations of the Department of 
Public Instruction of Hawaii. 

This course may be taken by the Seniors of Course A. 

DEPARTMENT OF EXPRESSION WORK. 

Organization : 

Class and Courses — Number of periods 

per week. 
Freshman — • 

Elementary Story Telling and 

Expression Work 5 

Elementary Talking Class 5 

Sophomore — 

Methods in Teaching Stories and 

Expression 5 

Juniors — 

Methods in Teaching Stories and 

Expression 5 



19 

Seniors— 

Alethods in Teaching Stories and 

Expression 5 

Advanced Talking" Class 5 

Relation to Other Departments: 

This Department is related primarily and directly to the 
Grades, and incidently to the other Departments in the 
Normal School. 

Through the Grade work the Department is related to the 
Departments of : 

1. Literature 

2. History 

3. Natural Science 

Relation to Training School : 

This Department directly supplies the individual needs of 
the cadets in their grade teaching. 

The subject-matter of the course is that of the grades. 

As occasion requires, the training teachers confer with this 
Department for suggestions and material. 

I. Scope of this Department: 

In this Department the pupils get the following: 

1. The subject-matter for the story work of the grades. 

2. The training in the telling, and illustration of these 
stories. This includes continuous drill Avork in talking, 
grammar and composition, blackboard sketching, chalk 
modelling, other forms of modelling, painting and other 
forms of graphic illustration, paper cutting, drama- 
tizing, etc. 

3. The methods of outlining the stories, preparing selected 

sentences, model paragraphs, and other features of 
grade teaching. 

II. Equipment: 

Blackboards, strawboards, chalk, portable black- 
boards, and easels. 
Clay boards, modelling clay. 
Sand trays, sand tables, coral sand. 
Drawing paper, charcoal. 
Water color outfits. 
India ink, Bristol board. 
Scissors. 



20 

Five thousand pictures, culled from many sources, and 
used by the pupils as illustrative material, supplement- 
ing the blackboard sketches. 
Miscellaneous materials for dramatization. 

Illustrative Work. 

Our art work is designed to give the pupil the practical 
knowledge of and the skill in the modes of expression which 
he needs and must use constantly in teaching. The two es- 
sentials, the idea and expression of the idea, the thought and 
the symbol of the thought, the real substance and its expres- 
sion, must go hand in hand, the one never being presented 
without the other. For pupils in general, but more particu- 
larly for non-English speaking pupils, it is very desirable 
that the teacher in charge should be able to illustrate quickly 
the thought which he is expressing. 

• It is not the skillful artistic finish he needs, but simply 
such outlines as will serve the purpose of pure illustration, 
,so that he may be able to present in a more pleasing and in- 
structive manner any subject in the school work. 

The art work consists in making drawings or pictures 
along the line suggested by the course of study, e. g., pic- 
tures of home life, chalk modeling of geological formation, 
and relief maps, diagrams of animal and vegetable life, 
sketches of the industries of the Hawaiian Islands, drawing 
of various types of people and illustrations of children's 
stories. 

The teacher draws as he talks ; thus, in the story of 
"Chicken Little" : 

Chicken Little was away from the farmyard in which he 
lived; (draw farmyard in the distance while talking about it,' 
and speak about the simple principles of perspective). 

The naughty little chicken ran away from this farmyard 
(point to farmyard) and came to this tree ; (draw tree and 
speak about the simple principles of light and shade). 

Under the tree stood Chicken Little (draw the chicken 
and call attention to form). He began scratching and soon 
found a worm; (draw worm in chicken's mouth). 

While he was enjoying this rare treat the wind began to 
blow, and down came a leaf on the wayward chicken's tail ; 
(draw leaf). (This completes the first illustration.) 

Away ran the frightened little chick; (draw him running 
and call attention to the position of head, wings and legs). 



21 

On aiul on he went until he met Hen Pen; (draw hen and 
little chicken talking to herj. "O, Hen Pen!" he cried, "the 
sky is falling." "How do yon know that?" answered Hen 
Pen. "Oh ! 1 saw it with my eyes and heard it with my ears, 
and a part of it fell on my tail." "Let us run," said Hen Pen; 
and they ran on in great haste until they met Duck Luck ; 
(draw the duck and call attention to its bill, web feet, and 
so forth). 

(The above conversation took place again) and the three 
ran on together and soon met other friends ; (draw goose and 
turke}^ and call attention to the main points of difference). 

After this wonderful story was again told, they all decided 
to go on and tell the queen. On the way they met a fox 
and told him the latest news. The cunning fox (draw fox 
leading the way) said he would lead them to the queen's 
mansion; but instead took them to his den (draw den and 
call attention to the perspective), and they never came out 
again. 

The different modes of Expression are : 
Drawing — pen, pencil, charcoal. 
Color — chalk, water color. 
IModeling — chalk, clay, sand. 
Dramatizing. 
Paper cutting. 

The teacher pays particular attention in 
Grade L to drawing houses 
Grade H. to drawing trees 

Grade HL to drawing animals, emphasizing form 
Grade I\". to drawing land forms, emphasizing per- 
spective 
Grade A"^. to drawing figures and proportion ; and in 
Grades VL \'TT and VHL to all the foregoing. 

As the pupil draws his pictures from stories, from history, 
from geography or from nature study, he is led to see for 
himself certain underlying j:)rinciples, by constantly having 
correct forms placed before him. The special merits of this 
system of drawing are : directness, simplicity, and capability 
of being used by all the pupils, besides being a practical and 
not a theoretical treatment of the subject. 

LEAFLETS. 

Leaflets .containing the stories are distributed, from time to 
time, to the students. 



In the Freshman class, the story is studied and learned by the 
students, and told and illustrated the next day in class. 

The other classes do likewise, but also use these stories at once, 
in their grade teaching. 

Outline of the Story. 

The teacher and class develop the outline of the story according 
to the following scheme : 

Subject e. g. History, Geography, Nature Study. 
Topic e. g. -New England Fisheries. 

Heading — Points. 

L Divide the subject into topics. 

IL Divide the topic into headings and put this skeleton on 
the board, 
in. Divide one heading into points. 

IV. Develop this heading into a well rounded paragraph which 
is made the basis for instruction in grammar, composition, 
and rhetoric. 
V. Direct the class in filling out the points under each heading, 

using care to maintain the logical order. 
VI. Carry out the same plan with each topic. 

COURSE I. FRESHMAN. 

ELEMENTARY STORY TELLING AND EXPRESSION 

WORK. 

Daily throughout the year : 

General survey of story work of the eight grades each being 
studied as follows : 

1. Teacher tells and illustrates the story. 

2. Pupils illustrate story, at blackboard. 

3. Pupil tells the story, using illustrations that she has made 
on the board. 

4. Pupils write the story or some assigned portion thereof. 

5. Correction of written work. 

At the completion of this course each pupil has : 

L Six Augsburg's Drawing Tablets filled with illustrations 

for the stories. 
2. A note book containinsr : 



1. The corrected forms for their errors in written and 
spoken EngHsh. 

2. Correct forms for corresi)on(lence, inchichng" l)nsiness, 
social, and other kinds of letters. 

3. Ontlines of stories, selected sentences, model para- 
graphs, topical questions, etc. 

The following excursions are made, for outdoor sketching: 

1. School }-ar(l. 

2. Pauoa V'alley. 

3. Diamond Head, 

4. Beach. 

Dramatization of Stories: 

Throughout the primary grades many of the stories are dram- 
atized for the purpose of : 

1. Making vivid the narrative of the story. 

2. Aiding the mastery of English. 
The dramatization is done as follows : 

1. The parts are largely impromptu, without costume. Oc- 
casionally they are assigned beforehand, and simple 
costuming is done. 

2. The work is directed by the teacher, but the details are 
worked out by the pupils. 

3. The scenery is draw^n upon the blackboard, beforehand, by 
the punils, who get the thought material for the scene 
from the story itself. 

4. Whenever the story calls for vocal or instrumental music, 
it is incorporated into the drama, using available instru- 
ments. 

5. The drama is then used as subject matter in oral expression. 

COURSE II. FRESHMEN. 

ELEMENTARY TALKING CLASS. 

Daily throughout the year: 
Individual oral expression upon : 

1. Home affairs, 

2. Dramatization of stories, 

3. Assigned topics. 

The teacher corrects all errors in expression, giving explana- 
tions, fundamental rules, and typical illustrations of these rules. 

^^ocal training, emphasizing" the correct prommciation, is an 
important part of this course. 



24 

FRESHMEN INSTRUCTION IN GRAMMAR, COMPO- 
SITION AND RHETORIC. 

A considerable part of the work of this Department is the 
development of correct language expression, using, in general, 
the following method : 

1. Have one point in grammar as a center for a given 
length of time, as tenses of verbs. Give definite instructions 
on this point in connection wnth the development of the 
paragraph. 

2. The mistakes of the pupils are grouped about this 
center. 

3. Select from pupil's papers, and oral work sentences con- 
taining errors, and write these sentences correctly with place 
of errors underlined ; and, 

(a) Require pupils to copy correct form of sentence in a 
correction book. 

(b) To memorize the corrected form. 

(c) To select short typical sentences using troublesome 

forms of nouns, pronouns, verbs, etc. 

(d) To conjugate troublesome verbs. 

(e) To decline nouns and pronouns using sentences. 

(f) To underline in the written story the forms em- 

phasized in the paragraph. 

(g) To prepare from the grammar text book the points 
touched on in class. 

Each pupil must have a grammar. 

COURSE III. SOPHOMORES. 

METHODS IN TEACHING STORIES AND 
EXPRESSION. 

Daily throughout the year: 

The work of this course is grouped as follows : 
1st. Practice in telling and illustrating the stories that the 
cadets are actually teaching in the grades, the practice 
work done in the morning being upon the story and illus- 
trations used that same afternoon. This practice work is 
carefully supervised and corrected, continuing until the 
cadet can accurately and easily tell the story and make 
the required sketches. 

This work is done during the week in which the cadets 
are teaching the stories, e. g. the afternoon. 



25 

2nd. The other week's work follows in general this program : 

Friday. 

Teacher tells and illnstrates a typical story. Discnssion 
of some particular features of the language and the illus- 
tration work, and practice upon these features. 

Monday, 

Individual telling of stories, before the wdiole class, the 
stories being those of the leaflets given out by the 
teacher on the preceding Friday. 

Tuesday. 

Monday's story is outlined by the teacher, on the board, 
and a model paragraph and topical questions developed by 
the teacher and the class. Another similar story is 
assigned, and each pupil works out an outline, model 
paragraph, and topical questions. 

Wednesday and Thursday . 

These days are used for correction of outlines, para- 
graphs, etc. ; for water color work, modeling, -drawing 
from objects; for dramatizing; and for any other phases 
of the work that need particular emphasis at this time. 
A considerable amount of drawing and painting from 
objects, and from nature is done in courses 3-5. 

COURSE IV. JUNIORS. 

METHODS IN TEACHING STORIES AND 
EXPRESSION. 

Daily throughout the year: 

Course l\ . is conducted in the same manner as Course TIL, 
except that the work is of a higher grade, and the pupils are 
expected to have greater proficiency. 

COURSE V. SENIORS. 

ART-EXPRESSION IN THE SCHOOL. 

Daily throughout the year: 

This course supplements and completes the work of the pre- 
vious three years' training. The pupils, now proficient in black- 
board sketching and having mastered the fundamental principles 
of drawing and the forms of expression work, are now prepared 
to consider the art expression work of the school from a broader 
outlook. 



26 

The main topics of this course are as follows : 

1. The artistic treatment of 

a. The school room. 

b. The school house. 

c. The school yard. 

2. Relation of art work to Nature Study (water color). 
a. Hills and valleys. 

' b. The plains. 

c. The ocean. 

d. The sky. 

3. Studies of Best Art, including Greek and Roman ; Japanese ; 
Hawaiian. 

4. Relation of Art to the Home. 

a. Architecture. 

b. General site and surroundings. 

c. Furnishings. 

At the completion of this course each pupil has : 

1. A note book containing lecture-notes, assigned topics, origi- 
nal outlines, etc. 

2. A series of water color sketches, illustrating lessons in 
nature study, home geography. Hawaiian legends, etc. 
These sketches will be used by the pupils in thei'" grade 
teaching. 

3. A series of diagrams illustrating, model school yards, 
houses, and rooms, model home yards, homes and rooms, 
pieces of furniture, interior construction, etc. 

ADVANCED TALKING CLASS. 

COURSE VI. SENIORS. 

Daily throughout the year: 

Conversation on familiar topics, with careful correction work 
by teacher in charge. 

The following topics illustrate the type of material used for 
talking : 



1. 

2. 
3. 

4. 
5. 
6. 


Home life. 
Amusements. 
Current events. 
Schools. 
Holidays. 
Island trips. 


7. 
8. 
9. 


Army and navy news, 
Island characteristics. 
School life. 



27 

Suggestions to Teachers. 

New York State Edueation Department. 

The teacher should be able to do before the class what she 
requires of the pupils, not for the purpose of allowing them to 
copy her work, but to show them the use of the material, and 
how to carry out the work, giving individual help whenever 
necessary. 

Lead pupils to aim for good proportion and balance of masses, 
truthful direction of lines, good spacing, harmonious coloring, 
and to note the growth and beauty of specimen. 

Require pupils to make several attempts, not for the purpose of 
getting a finished product, but for practice and freedom. 

Adapt size of paper to specimen or object to be drawn. 

Do not allow pupils to work on small pieces of paper as it 
encourages small work and destroys freedom of movement. 

All work should be large and free. 

A large part of the work during the first two years should be 
carried out in mass, avoiding detail. 

Do not discourage any effort, however poor. 

Particular attention should always be given to the decorative 
placing of every drawing on the paper, also the name, date and 
other written or printed matter. 

Apply the drawing and manual training to the other school 
work whenever possible. 

In grouping objects every group sliould ]iosscss imity, repose, 
variety and harmony, and the general mass of the group is most 
pleasing if triangular in shape. 

Objects that are dissimilar in shape and are harmonious in color 
usually group well. 

Always exhibit specimens of the work for class observation 
and criticism, laying great stress on why some results are the 
best. Save the best work for exhibit until better is produced. 

Principles of Free-Hand Perspective. 

Perspective is the art of representing objects on a flat surface 
as they appear to the eye when affected by distance and position. 

Distance affects the apparent size of objects and parts of the 
same object; the farther an object or part of the object is from 
the eye, the smaller it will appear. 

Position affects the apparent form of an object. 

Surfaces seen obliquely are foreshortened and do not appear 
in their true shape. 



28 

A circle seen obliquely appears as an ellipse. 

Parallel lines retreating from the eye appear to converge to 
points called vanishing points.- 

The eye level is an imaginary horizontal line which represents 
the level of the eye. 

The e enter of vision is the point in the eye level directly opposite 
the eye. 

The line of direetion or line of sight is an imaginary line run- 
ning from the eye to the center of vision. 

The ecnterof vision is the vanishing point for all lines that are 
parallel with the line of direction. 

All retreating horizontal lines have their vanishing points in 
the eye level. 

Lines that are parallel with the line of direction vanish in the 
center of vision. 

Lines that are perpendicular to the line of direction whether 
vertical, horizontal, or oblique, have no vanishing points, but 
keep their relative direction. 

Oblique lines that are not perpendicular to the line of direc- 
tion have their vanishing points above or below the eye level, as; 
roofs of houses, roads and fences running up or down hill. 

Parallel perspective deals with objects whose edges are parallel 
with the perpendicular to the line of direction. The vanishing 
point is in the center of vision. 

Angular perspective deals with objects whose edges are vertical 
and horizontal ; the horizontal edges make oblique angles with 
the line of direction ; the vanishing points are in the eye level, 
at the right and left of the center of vision. 

Linear perspective deals with the relative size and shape of 
objects, foreshortening, convergence and vanishing points. 

Aerial perspective deals with the appearance of objects as 
affected by atmospheric conditions. Objects appear less dis- 
tinct — in form, light and shade, and color as they recede from 
the eye. They lose their color and appear gray in proportion 
to their distance. 

The terms light and dark and light and shade are not synonyms. 
Light and dark relates to the tone value in a picture without 
regard to light, shade and shadow. It also refers to color values 
in objects ; a blue object will be represented by a darker tone than 
a yellow object in the same light. 

Mass drawing is the representation of objects by means of 
varying tones or color without special reference to outline. 



29 



LIST OF STORIES TAUGHT IX GRADES I.Al., WITH 

THE CHIEF SUBJECTS IX THE DRAW IX GS 

USED TO ILLUSTRATE EACH STORY. 

Grade I. 

1. Five Little Mice — animals. 

2. Mice and Cat — animals. 

3. House That Jack Built — buildings, animals. 

4. Jack and Jill — people. 

5. Old W^oman and Pi.e — peoj^le, buildings, animals. 

6. Little Red Hen — buildings, animals. 

7. Chicken Little — animals. 

8. Pilgrim's Story — people, buildings, ships. 

9. First Santa Claus — people, buildings, toys. 

10. Donkey and Salt — people, animals. 

11. Hok Lee — people, buildings. 

12. Monkey and Crab — animals, trees. 

13. Roy who Called Wolf — people, animals. 

14. The Flood — people, sea, ships, animals. 

15. Baby Moses — people, river, buildings. 

16. Kila — people, river, huts, boats. 

17. Town Musicians — people, animals, buildings. 

18. L'gly Duckling — people, animals, buildings. 

19. How the Crickets Brought Fortune — people, buildings, 

animals. 

20. Red Ridii^g Hood — people, building^s, animals. 

21. Jack and the Beanstalk — people, building's, animals. 

22. Three Bears — people, building;s. animals. 

23. Clytie — people, shells, fis'h, sea. 

Grade II. 

1. Chicken Little — animals. 

2. Pancake — people, animals, buildings. 

3. ]\Iouse A\"ithout a Tail — people, animals, building, sea. 

4. Three Billy Goats Gruff — river, animals, trees. 

5. Little Two Eyes — people, animals, buildings, trees. 

6. Puss in Boots — people, animals, buildings, river. 

7. Jack and the Beanstalk — people, animals, buildings. 

8. Little Thumb — people, forest, buildings. 

9. Cinderella — people, buildings, animals, carriage. 

10. Sleeping Beauty — people, buildings, palace, forest. 

11. The First Thanksgiving — people (Indians), trees, ship. 

log houses. 



30 

12. Gulliver's Travels — people (large and small), buildings, 

ships, animals. 

13. David and Goliath — people, armor, animals. 

14. The First Christmas — people, animals, angels. 

15. Hyung Bo — people (Chinese), huts, birds, vines, 

16. Willow Pattern Plate — people (Chinese), lake, birds. 

17. Discontented Stonecutter — people (Japanese), forest, 

sun, rain, animals, sea, litter. 

18. Shippeitaro — people (Japanese), animals , temples. 

19. Wonderful Teakettle — people (Japanese), teakettle. 

20. How the Spark of Fire Was Saved — people (Indian), 

animals, hut. 

21. Long Voyage — people (Natives), sea, heiau, canoes. 

22. Maui and the Alae Birds — people (Natives), sea birds, 

tropical scenery. 

23. Battle of the Owls — people (Natives), owls, sea, battle. 

24. Alaui and the Sun — people (Natives), sea, sun, volcano. 

25. Theseus — people, Minataur, ship, buildings. 

26. Hercules in Quest of the Golden Apples — people, animals. 

27. Pygmies and Giant Antaeus — people (large and small), 

animals. 

28. Apollo and Python — people, snake, buildings. 

29. Ulysses and the Bag of AVinds — people, ship, 

30. Thor and His Hammer — people, Asgard. 

31. Iduna and the Golden Apples — people, Asgard, birds. 

32. Baldur — Asgard, people. 

Z?i. Ice Alaiden — people, mountains, animals. 

34. Robinson Crusoe — people, ship, animals. 

35. Clytie — people, shells, sea, fish. 

Grade III. 

1. Swiss Family Robinson — people, ship, animals. 

2. Rikki, Tikki, Tavi — people, birds, animals. 

3. Red Ruff — people, forest, birds, animals. 

4. Cotton Tail Rabbit — animals. 

5. How the Elephant Got His Trunk — animals, river. 

6. King Alfred and the Cakes — people, fire, palace. 

7. The Wise Men of Gotham — people, forest, animals. 

8. Allan-a-Dale — people, forest, building. 

9. Little John — people, river, building. 

10. Archery Contest — people, forest. 

11. Friar Tuck — people, river, forest. 

12. Feast in Wood — people, forest, animals. 

13. Robin Hood's Death — people, building. 



31 

14. Kiiii;' Canute — people, sea. 

13. White Ship — people, ship. 

16. lUack Douglass — people, castle. 

17. Hiawatha — people (Indian), animals, birds, river, 

wigwam. 

18. Jamestown — people (Indian), ships, village (log huts). 

19. Pocahontas — people, ships, village (log huts). 

20. John Alden — people, ships, village (log huts). 

21. Mayflower — people, ships, village (log huts) 

22. First Thanksgiving — people, dinner, ships, log huts. 

23. Daniel Boone — people, animals. 

24. Budding Stone — stones. 

25. David — people, armor, instruments, animals. 

26. Joseph — people, pit. animals, prison, chariot. 

27. Shepherd of Bethlehem — people, animals, angel, manger. 

28. Wise Men — people, animals, angels. 

29. St. Nicholas — people, animals, toys, buildings. 

30. Aladdin — people, cave, palace, lamp. 

31. Lake of Gems — people (Chinese), crickets, fowl, huts, 

river, reptile. 

32. Cricket Fight — people (Chinese), crickets, fowd. huts. 

33. Cliinese Beauty — people (Chinese), China Wall, build- 

ing, lake. 

34. White Snake of Thunder Peak — people (Chinese), 

snake, lake, buildings. 

35. Grateful Foxes — people (JapaneseV. animals, river. 

buildings. 

36. Chin Chin Kobakama — people (Japanese), interior 

building. 

37. Cherry Stones — peoole (Japanese), interior building. 

38. Enchanted Waterfall — people (Japanese), waterfall, in- 

terior. 

39. Boy A\'ho Drew Cats — people (Japanese), temple, 

animals. 

40. Paao — people (Natives), canoes, heiau. 

41. Alaui and the Sun — people (Natives), sun, volcano, sea. 

42. Pele and Flood — islands, people (Natives), ghosts. Pele. 

sea. 

43. Kaululaau — islands, people (Natives), ghosts. 

44. Holua Race — people (Natives), islands, sleds. 

45. Story of Ab — people, animals. 

46. Pomegranate Seeds — people, caves, sea. 

47. Perseus — people, clifif, sea. 

48. Argonauts — people, ships, animals. 



Z2 

49. Philemon and Baucis — people, trees, buildings. 

50. Siegfried — people, castle, mountains. 

51. Sweet William — people, birds, animals, castle. 

52. Columbus — people, sea, ships. 

53. Cook — people, sea, ships. 

54. La Salle — people, sea, ships. 

55. Dike of Holland — people, dike, sea. 

56. Pied Piper — people, rats, sea. 

Grade IV. 

1. Robinson Crusoe — people, ships, animals. 

2. Uncle Remus Stories — people, animals. 

3. Uncle Tom's Cabin — people. 

4. Elizabeth — people. 

5. Sir Walter Raleigh — people. 

6. Armada^ships. 

7. John Smith and Jamestown Settlement — people, ships, 

sea, log huts. 

8. Evangeline — people, ships, buildings, river. 

9. Henry Hudson — people, icebergs, ships. 

10. Dutch Settlement — people, ships, settlement. 

11. Rip Van Winkle — people, river, buildings, animals. 

12. -Miles Standish — people, interior, ships (battle). 

13. Gemila — people, caravans, tents, trees. 

14. Abraham — people, wells, animals. 

15. Moses — people, river, ark. 

16. Saul and David — people, tents, caves. 

17. Solomon — people, animals, temple. 

18. Christmas Story — people, angels, manger. 

19. Woo of Whang Ho — people (Chinese), river, animals, 

building. 

20. Lu Sing — people (Chinese), kite, interior. 

21. Marco Polo — people, ship, animals, China Wall. 

22. Catarina of Venice — people, gondola. 

23. Crusades — people, ships, wall, cities. 

24. Columbus — people, ships. 

25. Baldwin of Jerusalem — people, buildings, walled cities. 

26. Richard of England — people, ships, harp, walled cities. 

27. Forty-seven Ronins — people (Japanese), fighting, ceme- 

tery. 

28. Magellan — people, ships, land. 

29. Kamehameha — people (Native), gulch, valleys, grass 

house, canoe, heiau. 

30. Kapiolani — people (Native), volcano. 



33 

31. Mowgli's Brothers — i)eo|)le, animals. 

32. Rajpoot Marriage — people, animals, buildings. 

33. vStory of Ulysses — people, ships (galleys). 

34. Lotus Eaters — people, ships (galleys). 

35. Cyclops — people, ships (galleys), animals. 

36. Bag of Winds — people, ships (galleys). 

37. Circe's Palace — people, animals, ships (galleys). 

38. Phaeacian Lands — people. 

39. Odin's Search for Wisdom — Gods, Asgard, Migard. 

•40. How Odin Brought the Mead to Asgard — Asgard, 
'Migard. 

41. Th(ir's Wonderful Joi^iriicy — gods, animals, 

42. How Thor Lost Ilis Hammer — gods. 

43. Buccaneers — people, figliting, ships. 

44. Captain Kidd — people, fighting, ships. 

45. Lorelei — ])eople, waters, clifYs. 

46. Mouse Tower in the Rhine — people, buildings, river, 

animals. 

47. The ]\Tiester Singers — people, buildings. 

48. The Tempest — people, forests, ships. 

Grade V. 

First Term. 
Cabot — Review by comparison with : 

Columbus — map, people, ships. 

Magellan — map, people, ships. 
Docas. The Lidian Boy — people (Indians), games. 
Alfred the Great — people, interior of hut. 
The Argonauts — people, forests, galleys. 
AVallace and Bruce — people, battle, castle. 
De Soto — people, boat, ship, river. 
Trojan War — people, walled city, chariots, horses. 
Sir Francis Drake — map, people, shij). 
David and Jonathan — peo|)]e, river, battle. 
Damon and Pythias — people, games. 
Moses and Exodus — peo]ile, river. 
Champlain — people, river, ship, village. 
Marquette and Joliet — map, people, forests. 
Modes of Travel — 

Watt and the Steam Engine — steam engine. 

Primitive Boats — canoes. 

Fulton and the Steam Boat — -steam ships. 

Oriental Travel — sedan chair, jinrikisha. 
Christmas in Many Lands — Christmas trees, interior of 
homes. 



34 
Second Term. 

Cyrus and His Grandfather — people, court, scene, animals. 

Croesus — people, animals, walled city. 

Leonidas at Thermopylae — battle. 

Salamis — ships. 

George Roger Clarke — people, Indian village, river, boats, 

mountains. 
Horatius — people, river and bridge. 

The Favoured of Baal — people, chariots, walled city, animals. 
Fremont — people, mountains, fort, river. 
Zenobia of Palmyra — people, animals, battle, city. 
Story of Cinderella — people, garden scene, river, birds. 
Lewis and Clarke — people, mountains, river. 
Powell — people, mountains, river. 
Julius Caesar — people, Greek architecture. 
Cortez — map; people, ships, Aztec dwellings. 

Third Term. 

Siegfried — people, mountains, animals, forest. 

The Tell-Tale Foot — people, castle, animals, forest. 

Daniel Boone — ^people, forests, animals. 

King Arthur Stories — people, games, battles, forests. 

William the Conqueror — people, ships, battle, castle. 

Armada — ships. 

King John and Great Charter— people, armor. 

Gilbert the Page — people, costumes, animals. 

Richard L — people, ships, tower, walled city. 

Miles Standish — people, interior of houses, forests. 

Eli Whitney — cotton gin. 

Morse — ^Telegraph. 

Edison — Telephone. 

Grade VI. 

First Term. 

1. Review — Explorations in America: 

Spanish Claims — map; people (Indians). 
Cortez and Spanish, Aztec dwellings. 
French Claims — 

Cartier — maps; people, French explorers, Indians, 
missionary priest, Indian dwellings. 
English Claims — 

Cabot — maps ; ships. 



I 



35 

2. Kal:)lii, the Aryan Boy — primitive dwelling, pottery, 

mountains. 
Darius, the Persian Boy — maps. 
Persian Education — people, games. 

3. Elizabeth — courtiers and court costumes. 
Raleigh — map ; ships. 

4. Virginia : Country Settlement : 

Life in Jamestown — people (Indians), ships. 
Government — Indian dwelings, log houses, river 

scene. 
Berkeley and Bacon — people. 

5. Greek Gods on Olympus — gods, forest. 

Greek games in honor of the gods — games, Greek arch- 
itecture. 
Greek Oracle — village, mountains. 
Croesus and the Oracle — people. 
Ulysses in the Lower W^orld — people, animals. 

6. New York: j 

Hudson — maps ; people, ships, icebergs. 
Stuyvesant — Dutch customs, Dutch tlwellings. 
English Control — ships. 

7. Persian Wars : 

Darius and Marathon — battle. 
Aliltiades — map. 

8. Eric, Leif, Olaf — Norse ships, Norsemen, storms at sea. 

Longfellow's "Skeleton in Armor." 

9. Massachusetts Country : 

Colonists — map; Puritan's costumes. 
Life of Winthrop — map; ships, river. 
Life of Miles S^ndish — •])eople, shi])S. log houses. 

10. Xerxes antl Thermopylae — animals, Ijattle. 

Athens. 
Salamis — ships. 

11. Normans: 

William, the Conqueror — maps; ships, battle. 

12. Pennsylvania — map; people, Quaker and Indian log 

houses, trees. 
William Penn. 
Colonists. 
Government. 

13. Pericles and Athens — people, Greek buildings. 

14. Christmas Spirit : 

Dickens's Christmas Carol — people, Christmas scenes. 



36 
Second Term. 

1. Relation of Indians and Colonists: 

Early Indian Wars — people, battles. 

2. Alcibiades — people, animals, games. ^ 

Lysander — Greek architecture. 

3. Richard I. and the Crusade — people, ships, walled city. 

4. Champlain — map ; people, animals, ships. 

French and English Colonists. 

5. Socrates — people. 

6. Xenophon — battle. 

7. Ivanhoe — people, castle, games, siege, forests. 

8. The Last French and Indian War — map ; people. 

9. Philip of Macedon — game. 

10. Henry V., Joan of Arc — people, battle. 

11. Montcalm and Wolfe — people, ships. 

Pontiac Conspiracy — -battle. 

12. Rome : 

The Tarquins and Junius Brutus — people, buildings. 

13. Lamb's Tale. 

Third Term. 

1. Expulsion of the Acadians : 

Evangeline — people, river, village, ships, buildings. 

2. Punic Wars — Rome and Carthage : 

Regulus — people, galley. 
Hannibal — people, animals. 

3. Gods of the Teutons — people, animals. 

Nibelungs — people, dragon. 

4. Development of Government in Colonies. ■ 

5. Story of the Tempest — people, wreck, forest. 

Merchant of Venice — people, buildings. 

6. Story of Alaric the Visigoth — people, river. 
Story of Attila, the Hun — people, battles, animals. 

7. Life in Colonial Times : 

Industrial — houses, implements. 
Social — people, games. 

8. Genseric, the Vandal — people. 
Theodoric, the Ostrogoth — people, animals. 

9. Constantine — people. 

Diocletian — people, Roman architecture. 
10. Review and Examinations. 



Z7 
DEPARTMENT OF HISTORY AND LITERATURE. 

This department offers the following courses in the method 
and practice of teaching history and literature in elementary 
schools : 

History Courses — 

Ancient H istory — Freshman. 
Mediaeval and Modern History — Sophomore. 
English Histor}^ — Junior. 
Hawaiian Legend and History— Junior. 
American History and Civics — Senior. 
Method of Teaching History in Elementary School. 
]\Iethod of Supervision in Elementary School. 
Literature Courses — 

Selections from world's literature in four courses. 

Methods of Teaching and Supervision in Grammar 

and Primary Grades. 

The four main courses in history seek to present the great 

topics of the history of mankind and study the successive 

civilizations and their inter-relations. 

The literature courses aim to present selections and types 
from the world's literature with studies of some of the sources. 
The History and Literature courses give stibject-matter, 
setting and method of teaching for the history and story 
work in the grades of the Training School. 
Correlation with other subjects — 

History and literature are most closely related, the one as 
the story of race life, the other the expressions of race 
thought. 

"Historical instruction without the constant accompani- 
ment of geography has no solid foundation." Our subject- 
matter is mankind on the earth, and therefore based on 
Geography. 

Constructive work, in illustration of life and industries, 
demands manual work for this department. 
^Method of development — 

The subject-matter of each course is first outlined under 
topics from history or selections from literature ; each topic 
in history or selection from literature is treated as a whole 
and carefully outlined by the teacher and the class, with the 
accompaniment of blackboard maps, drawings, charts and 
pictures. The aim is to leave a vivid mental picture with 
the pupil. Definite sub-topics or questions with references 
are assigned to the class for fuller studv. 



38 

Oral and written expression of the subject-matter with 
illustrative drawings and maps is required of each student. 

A selected sub-topic with its headings is developed with 
class work into a written paragraph, and made the basis 
of instruction in the principles of English grammar and 
composition. 

Each pupil's notebook shows outlines of all topics and se- 
lections studied, paragraphs developed, illustrative maps, and 
also outlines of assigned sub-topics. 

Term outlines for the language and story work of grades 
one to four- of the Training School and of the history and 
story work of grades five to eight are rec|uired of students 
in this department. 

Lesson plans for the teaching of stories in each of the 
grades from one to four and for the teaching of history 
topics in each of the grades from five to eight are required 
of students of this department. 

Grammar and Composition. 

In the grades the aim is to use the written vocabulary of 
the child as the basis for instruction. The child keeps a list 
of the correct forms of sentences that he has used incor- 
rectly. He is drilled on these until they sink into automatic 
habits of expression. Any rules that will assist the child in 
the expression of his thought are committed to memory. In 
grades six and seven the pupils use a text on grammar and 
composition. Each student prepares from the grammar and 
composition all the rules needed in his daily work. In grade 
eight the pupils review and commit to memory the funda- 
mental principles and rules of English grammar and com- 
position. 

The work of the grades is made the basis of the instruc- 
tion in grammar and composition in the Normal School. 

The plan of work is the same for all classes and may be 
illustrated in connection with the work in history. In each 
topic in history the teacher directs the pupil in the selection 
of sentences, stating the main points of the topic. The 
teacher chooses the point in grammar or composition that 
he thinks best meets at that time the needs of the class, as 
the tenses of the verb. About this point he groups the mis- 
takes of the pupils. As each statement is written on the 
board the pupils are given definite instruction on the gram- 
matical point illustrated by the sentence. Other points are 



39 

touched on as ilie sentences permit or the mistakes of the 
I)upi]s warrant. A record is kept of the points stucHed to 
prevent any possibility of careless work. The pupils are re- 
quired to prepare on the different points in grammar and 
composition from a text-book. In this way the sul)ject- 
matter of grammar and composition is taken up bv topics 
in the order of the importance of the topics to the individuals 
of the class. The i)upils learn the rules and principles of 
grammar and composition at the time when they need them 
in thought expression. 

Composition work is based on — 

1. History topics of the grade. 

2. Geography topics of the grade. 

3. Current events. 

4. Imaginative stories. 

The topics are outlined by the teacher assisted by the 
class, and the skeleton put on the board. The points of one 
heading are Avorked out to be developed into a paragraph. 
The main rules of composition are taught in connection with 
the paragraph, i. e., unity, clearness, emphasis, simple figures 
of speech, etc. 

The paragraph is developed as follows, bringing out the 
grammatical relations : 

^^'ork out with the class the points of the outline to be 
developed into a paragraph. Ask questions to bring out 
material for a topic statement, ^^d^en this has been obtained, 
ask questions to bring out the form by wdiich this may be 
best expressed, i. e., How many thoughts have you to ex- 
press? Are they of equal value? What kind of a sentence 
must we have to express them? (simple, complex, compound) 
Having found out the kind of sentence, ask questions to bring 
out the subject and predicate and their modifiers. Put sen- 
tence on the board as it is constructed. Develop each sen- 
tence in the same way, laying particular emphasis on the 
grammatical points of the day. 

Correction of Errors. 

Oral English : 

During the oral exjM-ession the teacher notes the typical 
mistakes of the pupils. These are written in correct form 
for the pupils with references indicated. 



40 

The pupil makes a record of correct form, prepares from 
the grammar and composition or the dictionary the uses of 
the words and the application of the principles violated. The 
pupil must put this in a record book and must be ready to 
recite at stated periods. 
Written English : 

In connection with each topic there is Avritten work to 
test the pupil's knowledge of the subject-matter and his 
power to use the principles of composition in which he has 
iDcen instructed. To do this and to insure the remembering 
of the correct forms, the following plan for the correction of 
papers and the use of corrections by the pupils has been 
adopted : 

1. The teacher selects from the pupil's papers sentences 
containing typical errors and writes these sentences correctly 
with the place of error underlined. 

2. The teacher requires the pupil (a) to copy correct form 
of sentence in a book for corrections; (b) to memorize the 
corrected form; (c) to select short, typical sentences, using 
the troublesome forms of nouns, pronouns, verbs, etc. ; (d) 
to conjugate troublesome verbs, using sentences; (e) to de- 
cline nouns and pronouns, using sentences. 

3. The teacher arranges the sentences selected, empha- 
sizing the central point for the day in grammar and compo- 
sition and the correct use of the forms used incorrectly by 
the pupils. 

4. The teacher requires the pupil to underline in the 
written story the forms emphasized in the sentences selected 
and to prepare, from the grammar and composition, on the 
points touched on in class. In this way the dangers and dis- 
advantages of class instruction are largely avoided and each 
pupil receives instruction on the point of especial interest to 
him at a given time. 

Development of History and Literature Courses. 

Introductory : Stories and reading of Grades one to four. 

Reading: Teach as many stories as possible. In this way 
the child gets the relation between the thought and the 
spoken, written or printed sym'bol for the thought. This 
relationship is the basis for the child's work in reading. 

Grade I. A series of simple, imaginative stories which 
deal with social relations and personal conduct are adapted 
from standard folklore and fairy tales, as "J^ck and Jill," 



41 

"The Old A\'oman and Her Pig," "The Ugly Duckling," 
"Kila." 

Grade II. Selections adapted from fairy tales, myths and 
legends of many lands; stories of adventure and activity, as 
"Chicken Little," "Jack and the Beanstalk," "Willow Pattern 
"Plate," "Maui and the Alae Birds," "Theseus/' "Robinson 

Cj J 
rusoe. 

Grade III. Selections from the best world stories used 
for oral lessons, including Story of Ab, Robin Hood Stories, 
animal stories, as "Rikki, Tikki Tave;" Greek stories as 
"Argonauts;" Xorse stories as "Siegfried," Hawaiian stories 
as "Pele and the Flood." History: Christmas, Thanksgiv- 
ing, Washington's Birthda}-, Indian life. 

Grade IV. Varied selections from the classics as Greek 
and Norse myths, Old Testament stories, Pioneer history 
stories, Nuremburg Stove, etc., Hawaiian hero stories. 

Grade V. History: By a series of pioneer biographies, 
the story of frontier life in America from the fifteenth to the 
nineteenth century, is taught ; e. g., Cabot, De Soto, Champlain, 
Fremont, Hero Tales and Tales of Chivalry. Literature: 
A^"ater Babies, Aladdin and the W^onderful Lamp, Thor and 
the Giants, etc. 

Grade YI. Colonial period of American History presented 
under such topics as Discoveries and Explorations, Settle- 
ment of Virginia, Colonial Life, W^illiam Penn, Indian Life. 
European topics, as Persian W^ars, Hero stories of Greece 
and Rome, Punic ^^"ars, Crusades. Literature : Ivanhoe 
Evangeline, Allies Standish, Selections from Lamb's Tales 
from Shakespeare, Kingsley's Greek Heroes, etc. 

Grade VII. Revolutions : American Revolution, Reforma- 
tion in Germany, Puritan Revolution, French Revolution. 
National heroes, as Gustavus Adolphus, William Pitt, La- 
fayette, Nelson. 

Literature: Selections as Holmes' Grandmother's Story of 
Bunker Hill, Dickens, Christmas Carol, Scott's Tales of a 
Grandfather. 

Grade VIII. History: America Under the Constitution, 
Rome Under Julius Caesar and Augustus, French Rexolu- 
tion and Napoleon, Story of South African Confederacy, 
England's Conquest of India, L^nion of North Gern:an States, 



42 

Union of Italian States, Governments of the World, Ha- 
waiian History. 

Literature: Selections as Scott's Talisman, Stevcr.son's 
Treasure Island, Shakespeare's Midsummer Night's Dream, 
Lowell's Vision of Sir Launfal, etc. 

Grade IX, or Freshman. History: Study of Ancient His- 
tory, Oriental Nations, Greece and Rome; subject-matter and 
setting for stories in the grades of the Training School, 

Literature : Gayley's Classic Myths. Selections from Eng- 
lish and American Literature to give breadth, appreciation 
and background for grade work. 

Grade X, or Sophomore. History: Grade topics from 
mediaeval and modern history of Europe dealt with from 
the point of method in presentation and expression for the 
teacher and to give scope and background for grade work. 

Literature : Study of Ivanhoe, Vision of Sir Launfal, 
Idylls of the King, Merchant of Venice with emphasis on 
method of teaching such stories in the grades. 

Grade XI, or Junior. History: Study of the development 
of the English people in relation to Europe and America. 
Emphasis placed on method of teaching, presentation and 
expression, background for topics taught in the grades of 
the Training School. Study of topics from Hawaiian His- 
tory. 

Literature : Study of De Coverly Papers, Romola, Mac- 
beth, Alhambra, Don Quixote, etc., as selections from the 
field of literature, carefully placed in setting of general liter- 
ature and history. Method of development, presentation and 
expression emphasized as preparation for grade teaching. 

Grade XII, or Seniors. History: American History, a 
continuation of European History — topics of Grades V to 
VIII developed according to general method and to give 
scope and background for grade teaching. 

Literature : Study of selections from the world's great 
authors, as Browning, Heine, Tennyson, Dante, Goethe, 
Stevenson, Kipling and others. Method of development, pre- 
sentation and expression emphasized. 

Two Years' Course. 

Eirst Year — Methods of teaching. 
Second Year — Methods of Supervision. 



I 



43 
INDUSTRIAL DEPARTMENT. 

Woodz^'ork. 

Organization. 

(a) Classes — 

This department includes the boys from all of the 
grades in the Training Department and all the 
cadets in the Junior and Senior classes of the Nor- 
mal Department. 

(b) Time — Periods per week. 

All grades 1 

Freshmen 3 

Juniors 3 

Equipment. 

The equipment of this department includes the [jrincipal 
woodworking" tools, a circular saw. a scroll saw, a lathe and. 
other machinery with electricity as motive power. 

Inter-relation With Other Departments. 

The department keeps in touch with the other departments 
by constructing" relief maps, physical apparatus, etc., for use 
in those departments. In this way relationship is established 
with the following" subjects: Geography, Physics, Mathe- 
matics. The study of woods, stains, etc., is taken up in con- 
nection with the doing of the work. 

Methods of Teaching, 

The pupils start at once to make something of real value. 
During" the course of construction, they are instructed as to 
the proper methods of using the tools. As difficulties are 
met with, the causes are explained, and the pupils are shown 
how to avoid or overcome them. 

At this point, other difficulties of the same nature are ex- 
plained. 

Domestic Science and Art. 

The plan and ])urpose of this course is essentially ])rac- 
tical. There is a demand for a knowledge of the art of cook- 
ing. Our present quarters, thoroughly equipped, enable us 
to olTer a course in the art and science of cooking". The 
practice and theory are carried on along oarallel lines. 

In addition to the instruction given to the Normal classes, 
there is work in cooking- and sewinsf in the Traininrr School. 



44 

This instruction will be given by the Pupil Teachers under 
the direction of the teacher of Domestic Science. 
The work is carried on along" the following lines : 

(a) Art and science of cooking. 

(b) Art of cooking for Training School pupils. 

(c) Essential properties and nutritive ^alue of food. 

(d) Sewing (making of aprons and other necessary equip- 

ment). 

During the past three years the work has been carried on 
on a self-paying basis. Lunches are prepared and sold to 
teachers and pupils on the basis of 5 cents per lunch. The 
teachers are served with the same lunch that the pupils are, 
and each pays 5 cents for his lunch. The work is done by 
the pupils of the upper grammar grades and the first-year 
Normal pupils. 

A kitchen garden is carried on in connection with this de- 
partment of the work. Vegetables are grown in the garden 
for use in the kitchen. Banana, papaia and mango trees fur- 
nish fruit in season. 

The pupils prepare about one hundred lunches during the 
year. The following 25 are typical of the daily lunch : 

1. Boiled ham; mashed potatoes 
Junket ; cookies 

2. Baked beans 
Pineapple sherbet; cake 

3. Potato salad 

Cottage pudding; chocolate sauce 

4. Tomato soup 
Mince pie 

5. Salmon loaf; baked potatoes 
Soft gingerbread; lemon sauce 

6. Boiled mutton ; mint sauce 
Creamed onions ; orange charlotte 

7. Fish chowder 

Fruit jelly; spiced cookies 

8. Meat stew 

Papaia sherbet ; buttercup cake 

9. Cream of potato soup 

Rice pudding; caramel sauce 
10. Cheese fondue ; rice 

Lemon sherbet; raisin cookies 
IL Clam chowder 

Chocolate ice cream 



45 

12. Turkish rice 
Apple pie 

13. Aleat loaf; mashed potatoes 
Cream puffs 

14. Salmon chowder 
Chocolate and cocoanut cake 

15. Vegetable salad 
Creamy rice pudding 

16. Cream of corn soup 
Doughnuts 

17. Meat stew; dumplings 
Grape sherbet ; whipped cream 

18. Macaroni; cheese and tomato sauce 
Prune souffle; custard sauce 

19. Fruit salad 

Blanc mange; guava jelly 

20. Meat curry; rice 
Banana ice cream ; cake 

21. Cream of onion soup with croutons 
Lemon pie 

22. Cheese soufifle; popovers 

Bread pudding with dates; lemon sauce 

23. Corn chowder 
Strawberry ice cream ; cake 

24. Hamburg steak; tomato sauce; rice 
Papaia sherbet ; cookies 

25. Brunswick stew 

Banana whip; sponge cake 

Domestic Art Deportment. 

The work in domestic art is made to suiDplement the Avork 
of the kitchen and to meet the needs of the pupils. Aprons and 
towels are made as needed in the work. Instruction is given 
each pupil in the making of garments needed to meet her 
present need. 

First Term. 

Dressing of a Doll Hygienically — 

1. Study of doll in relation to human figure. 
Types of Doll to be Dressed — 

1. Infant 

2. Child 

3. Woman 



46 

Drafting of Patterns for Doll — ■ 
Free-hand Cutting of a Pattern — 

1. Paper cut size of front of doll by measurement. 

2. Armholes, neck, waistline, etc., cut by holding it up 

to doll. 

3. The back cut in same way. 

Placing of Pattern on Material With Regard to 
a. Warp and woof threads 



b. 


Design of goods 


c. 


Nap of material 


d. 


-Economical cutting 


e. 


Allowance for seams 


f. 


Pinning of patterns 


Cutting — 




a. 


Accuracy in cutting 


Fitting — 




1. Pinning of seams until garments fit the doll 


2. Trimming of armholes and neck 


3. Determination of waistline 


4. Adjusting of gathers 


5. Pinning of sleeves 


Hand Sewing — 


a. 


Running 


b. 


Basting 


c. 


Stitching 


d. 


Backstitching 


e. 


Overcasting 


f. 


Overhanding 


§■• 


Gathering 


h. 


Felling 


i. 


Putting on bands 


J- 


Whipping ruffles 


k. 


Buttonholing 



Second Term. 

Undergarments — 

1. Study of Patterns: 

a. Markings 

b. Directions as to placing of patterns on material 

c. Directions as to allowance of seams 

d. Relationship of parts of pattern to the whole 

2. Adaptation of Patterns : 

a. Size of person in relation to pattern 



47 

Third Term. 

The Making of a Dress : 
Primary Considerations — 

1. Suitability to cHmate 

2. Suitability to occasion 

3. Suitability to type of person 

4. Computation of cost 

Use and Adaptation of Patterns — 

(See Second Term) 
Placing of Pattern on Mtaerial — 

(See First Term) 
Basting — 

Seams basted according" to markings of pattern. 
Fitting — 

1. Demonstration of a well-fitted dress. 

2. See 1, 2, 3, 4, 5, under fitting, First Term. 

3. Hanging of skirt: 

a. Measure to determine length. 

b. Pinning to obtain evenness at bottom. 
Sewing — 

1. Hand-sewing 

2. Sewing machine 

a. Treading andsetting of needle, etc. 

b. Stitching 

c. Oiling and care of machine 

d. Machine attachments 

Mathcinafics. 

Arithmetic, algebra and geometry — both concrete and demon- 
strative — are taken up in the normal classes from the academic 
side and also from the method side, with the emphasis on the 
latter. 

In arithmetic, the work that will have to be presented in the 
grades is made the basis for the work in the normal classes, that 
of the first four grades consisting mainly in the application of 
the four fundamental operations to whole numbers, and of the 
next four grades in the application of tliese four operations to 
fractions and denominate numbers, and in the study of mensura- 
tion and percentage and its applications. The work is both inci- 
dental and formal, the incidental resulting naturally from the 
study of geography, manual work, etc. 



48 

We take up the main type-forms to be used in the grades, at 
first noting the general principles involved, and later the same 
work more in detail, illustrating and explaining in full. 

From the standpoint of the teacher, we study and become fami- 
liar with the use of the different units of quantity used in measur- 
ing distance, surface, bulk, weight, time, etc. 

We compare with our type-forms, other ways in which problems 
may- be worked out then decide which are the best, and give 
reasons for such decision. 

We take jLtp briefly the history of the teaching of arithmetic, 
and discuss the aim and scope of the subject. 

The last year's work is taken up more from the standpoint of 
the supervisor than from that of the assistant teacher. Term out- 
lines are discussed and prepared, and the work belonging to each 
particular grade is taken up more in detail than in the previous 
years. A study of texts bearing on supervision in mathematics 
is made, also more is done than before in discussing the good 
points and the less desirable points of different textbooks. The, 
psychology of number is taken up in so far as it aids in mapping 
out courses, in choosing and rejecting subject matter, and in em- 
ploying certain methods in teaching. 

Science. 

This department of the normal school deals with the biological 
sciences, zoology and botany ; the physical sciences, geography, 
physics and chemistr}^; and nature study. 

The aim of the department is to give each pupil an intimate 
knowledge of the home environment, to give the pupils a working 
knowledge of the scientific principles, a general knowledge of the 
world whole as compared with the home, and the methods of 
teaching and supervising courses in the biological, physical and 
nature study fields. 

The academic work is given in the eight grades of the Train- 
ing School and in the lower classes of the Normal. In the upper 
classes, the work is from the child's, teacher's, and supervisor's 
point of view. 

The method of the department is inductive. The pupil gains his 
knowledge as far as possible from excursions, examination of 
specimens and personal knowledge of the home environment. 
Summaries are made and principles deduced. The home knowl- 
edge is then compared with the wider field — the world. No regu- 



49 

lar text-book is followed, but several are used for daily and ref- 
erence work. Maps, charts, pictures, blackboard illustrations, and 
laboratory experiments are all used to make clear the thought of 
the topic under consideration. Drawings, objects and models 
made by the pupils and oral and written expression are required 
of all students. 

Gcogropliy. 

Geography is the study of the earth and its relation to the 
plants, animals and men that live on its surface. 

This work begins in the first grade with the location and map- 
ping of the school room, and after a careful study of the home 
geography and a comparison of this with each continent, is sum- 
marized in the eighth grade by world geography. 

The same general topics are studied in each grade, but with 
emphasis on different continents, and more detailed work in the 
upper than in the lower grades. Geographic principles are always 
emphasized. 

In the first two years of the Normal the topics are practically 
the same as the grades, but with much more time given to details, 
and cause and effect. This gives a background for the cadet's 
training in teaching. The methods of teaching geography in the 
primary and grammar schools are considered in the fourth and 
fifth year, and the work of supervising in the sixth year. 

Physiology and Hygiene. 

This subject is treated from the practical side. It plans to give 
the pupils a general knowledge of the anatomy, physiology and 
hygiene of the body and the first aids to the injured. The work is 
taken up topically in all the grades, but the point of emphasis 
differs. In the low'er grades the cleanliness and obvious anatomy 
of the hands is studied, whereas in the eighth grade it is the 
nerves of the hand that receive attention. The course given in 
the Normal School covers the work of the grades, but with even 
more detail and actual work in bandaging and school sanitation 
and hygiene. The Gulick Hygiene Series is used as a text. 



50 

Physiology. 

Hands — 

1. Poisonous nature of dirt. 

2. Dirtiness of hands and nails, and effects. 

3. Washing- the hands. 

4. Care of nails — trimming, etc. 

5. Sores and cuts, etc. 

6. Joints in the hands and fingers. 

7. ^ Pores. 

8. Structure of the skin. 

9. Uses of hands. 

10. Uses of the skin. 

11. Muscles of the hand — structure and uses. 

12. Feeling with the hand — nerves. 

13. The general structure of the arm. 

14. Blood vessels of the arm. 

15. Pulse. 



Feet — 



Face — 



1. Cleanliness. 

2. Cuts and bruises. 

3. Tendons and muscles of the foot. 

4. Ankle joint. 

5. General structure of the leg. 

6. Proper shoes. 

7. Walking. 

8. Joints. 



1. Cleanliness. 

2. Face skin compared with hand skin. 

3. Perspiration. 



Ears and Eyes — 

1. Cleanliness. 



2. Structure and function. 

3. Foreign bodies. 

4. Diseases, abnormal conditions, accidents. 

5. Sound and music. 

6. Ears and eyes of other animals. 

7. Hearing and seeing compared with other senses. 



Hair— 



Neck- 



Clothinj 



51 



1. Cleanliness. 

2. Structure and function. 

3. Color. 

4. Baldness. 

5. Hair of other animals. 



1. Structure and function. 

2. Necks of other animals. 

3. Cleanliness. 

4. Diseases, etc. 



1. Uses. 

2. Cleanliness. 

3. Clothing' of animals. 

4. Fitting of clothing. 

5. Proper material. 

6. Laundrying of clothing. 



Food- 



1. 


Plunger. 


2. 


Eating — teeth. 


3. 


Digestive juices. 


4. 


Water as food. 


5. 


The alimentar}^ canal. 


6. 


The lymphatic system. 


7. 


Storage of food in the body 


Sunshine — 




1. 


Description and uses. 


2. 


Relation to plant health. 


3. 


Relation to bodily health. 


4. 


Relation to disease germs. 


Pure Air — 




1. 


Definition and usefulness. 


2. 


Impurities. 


3. 


Respiration. 


4. 


Functions of the blood. 


5. 


O. and CO,. 


6. 


Relation to lung diseases. 


7. 


Methods of ventilation. 



52 
Rest and Sleep — 



1. 


Necessity. 


2. 


The daily cycle. 


3. 


The body an engine. 


4. 


Growth during sleep. 


5. 


Care of sleeping room. 


6. 


Dreams. 


7. 


Ratio of rest and exercise. 


Exercise — 




1. 


~ Necessity. 


2. 


Best methods. 


3. 


Relation to breathing and circulation, 


4. 


Relation to muscle and fat. 


5. 


Relation to endurance and longevity. 


6. 


Relation to mental work. 


7. 


A long life. 


8. 


Work and play. 


9. 


Games. 


Accidents and Wounds — 


1. 


Cuts. 


2. 


Bleeding in general. 


3. 


Internal bleeding. 


4. 


Bleeding from capillaries. 


5. 


Bleeding from veins. 



Personal Hygiene and Sanitation. 

Open to Seniors of Course A. 

Conditions of health — 

Sunshine. 

Air. 

Food. 

Exercise. 

Work. 

Rest. 



53 

Conditions of ill health — 

Alinientar}' canal : 

Stomach. 

Intestines. 

Throat. 
Heart and blood. 
Lnngs. 
Head : 

Ear. 

Eye. 

Nose. 

Teeth. 

Aches. 
Skin. 

Sores. 

Nails. 

Hair. 
Bones. 
Nerves. 

» Accidents — 

Wounds — cuts. 
Burns and bites. 
Fractures, dislocations, sprains. 
Bandacjing. 
Hemorrhages. 
Shocks, unconsciousness. 
Poisons. 
Drowning. 
A Foreign bodies. 

Care of Sick — 

Room. 
Bed. 
Food. 
Baths. 
Operations. 
Disinfection. 
Convalescent. 
Special topics — 

Colds, etc. 
Constipation. 
Headaches. 
l Typhoid. 

Tuberculosis. 

Measles. 

Baby. 

Games and occupations. 



54 

Sanitation — 

Food. ■ 

Air. 

Water. 

Waste. 

Microbes. 

Quarantine, etc. 

Kitchen, etc. 

Diningroom. 

Bedroom. 

Bathroom. 

Physics and Chemistry. 

Daily throughout the year. 
Laboratory work, excursions, recitations. 

The teaching is from real things, and the aim of the course is 
that the pupils acquire. 

1. Practical information concerning the common physical and 
chemical phenomena of their environment. 

2. Actual training in logical thinking, in accuracy of expres- 
sion, and in power to work out, individually, the elementary 
problems in these field. 

The work in physics is closely interrelated with the manual 
training work, and chemistry is likewise related to the cooking, 
and the practical affairs of the household. 

Physics. 

The design of the course in physics is to prepare the students 
to teach the fundamental principles of physics, and to illustrate 
by simple experiments with inexpensive apparatus some of the 
phenomena. The choice of subject-matter rests largely on the 
every day experience, and each topic is illustrated by application 
of the principles within the range of observation of the pupils. 

The topics discussed fall under the following headings : gravity ; 
including the pendulum ; mechanical powers ; mechanics of liquids ; 
mechanics of gases ; sound ; heat ; light ; magnetism ; electricity. 

An important part of the work is the construction of apparatus 
from available, though perhaps crude material, designed for use in 
the schools. This apparatus is largely made in the Manual Train- 
ing Shop. 



55 
Chemistry. 

The course in chemistry considers a series of topics vitally con- 
nected with the hygiene of the school and the home. The atmos- 
phere, its composition, properties, contamination and examina- 
tion, leads up to a study of ventilation, the problems of school- 
room air, lighting and etc. Dust and micro-organisms, their de- 
tection and removal, are treated of in a way bearing directly on 
the management of schools. Water and water supplies, sewage 
and household waste are examined from the same point of view. 

The subject of food, its composition, adulteration and the rela- 
tive food values of food material forms another division of the 
work quite as important for the teacher, since nutrition plays an 
important part in the condition of the child. A study of dietaries 
and food values gives an intelligent application of the facts pre- 
viously considered, and a useful knowledge of some of the laws 
of right living. 

Outline of Work in Chemical and Physical Science. 

1. The Foint of \"ie\v of Physics and Chemistry. 

2. Lever. 

3. Air. 

4. Wheel. 

5. Water. 

6. Sewing machine. 

7. Salt. 

8. Telephone. 

9. Solids, liquids, gases. 

10. Tuning fork. 

11. Glass. 

12. Pumps. 

13. Sugar. 

14. AVindmills and waterwheels. 

15. Starch. 

16. Alagnet. 

17. Coal and oil. 

18. Lenses. 

19. Soaps and fats. 

20. Telegraph. 

21. Metals. 

22. Stove. 

23. Aicds. 

24. Ukulele. 

25. Organic compounds. 



56 

26. Clock. 

27. AVood. 

28. Steam engine. 

29. Chemistry of plant growth. 

30. Liquids in general. 

31. Fermentation. 

33. Chemistry of digestion and nutrition. 

34. The sun and heat. 

■ 35. Rational feeding of animals. 

36. Street car and electricity. 

37. Composition of animal bodies. 

38. Lamps and light. 

39. Rational feeding of man. 

The Lever (type specification for physical apparatus) : 

The pupil cuts from a one-inch board of sugar pine a piece 
five inches wide and ten inches long, an upright piece two 
inches wide and ten inches long is screwed to the middle of 
the first piece. 

A notch one inch wude and one and a quarter inches deep 
is cut in the top of the upright. A block is made which fits 
loosely into the notch ; a small nail driven into the block on 
each side and resting in grooves in the upright complete the 
fulcrum. 

A meter stick made of oak is then slipped into a mortice 
in the block, and the lever is complete. 

Biology. 

The aim of this course in biology is to give the pupils a 
comprehensive view of the plant and animal kingdom, from 
the lowest microscopic forms of the fungi or the protozoa 
to the tree on the one hand and the vertebrate animal on the 
other. 

Such types will be studied as will give them a knowledge 
of the four divisions of the plant kingdom and eight divisions 
of the animal kingdom and enable them to classify the flora 
and fauna of their locality with respect to these divisions. 

Classification of Local Types. 

Types to Be Studied. 

L Thallophytes — Plants whose leaves and stems are not 
differentiated. 



57 



^\ins;-i : 




("D 


Yeast 


(2) 


Molds 


(3) 


Rusts 


(4) 


Mushrooms 


(5) 


Bacteria 



2. Algae — Low order of plants containing chlorophyll. 

Classified according to color : 

(1) Spyrogyra — Found on stagnant ponds. 

(2) Hydrodictyon (or water net). 

( 3 ) Chara — Found in fresh water. 
(4) Gloeotrichia. 

3. Lichens — A comliination of algae and fungi. 

IL Bryophytes — A step higher than Thallophytes : 

1. Liverworts — Always chlorophyll bearing aquatic or 

dry land. 

2. Moses — Chlorophyll bearing ; haxe stem and leaves ; 

abundant and varied. 

in. Pteridophytes — Xext higher than Bryophytes: 
L Ferns' ( Filicales ) 
2. Horsetails (Equisetales ) 

IV. Spermatophytes — Seed-bearing plants: 

1 . Gymnosperum : 

(1) Pines 

(2) Cypress 

(3) Yew tree 

2. Angiosperms : 

(1) Herbs 

(2) Trees 

Classification of Animal Kingdom. 
I. Protozoa — Microscopic on celled animals. 
L Amoeba 
2. Infusorial forms 

(1) Paramoecia 

(2) Vorticella 

II. Porifera — Obtainable on the sea coast. 
Sponge 

III. Coelenterata — Hydroids. 
Hvdras 



58 

IV. Echinodermata — Fixed forms of animal life. 

1. Star fish 

2. Sea urchins 

V. Vermes — 

Earthworms 

VI. Mollusca — Easily obtained. ' 

1. Clams (mussels) 

2. Oysters 

VII. Arthropoda — Easily obtained. 

1. _ Crustacea : 

(1) Lobster 

(2) Crab 

(3) Shrimp 

(4) Crayfish 

2. Insecta: 

(1) Mandibulata — Mouth parts mandibulate 

(a) Grasshopper 

(b) Cricket 

(2) Haustellata — Mouth parts suctorial 

(a) Honey bee 

(b) Butterfly 

(c) Moth 

VIII. Vertebrata — Animals havinsf a backbone : 



1. 


Fish 


2. 


Batrachians : 




(1) toads 




(2) frogs 




(3) salamanders 


3. 


Reptiles : 




(1) lizards 




(2) turtles 


4. 


Birds 


5. 


Mammals 



Detailed course in leaflets. 

Course in Applied Biology. 

This course is a study of the structure (Morphology) and 
the function (Physiology) as applied to the biological forms 
taken up in the general biology course. The general relation 
between these and the human body will be noted. Th dis- 
eases of plants will be taken up and their relation to man 
emphasized. 

Detailed outlines of work will be furnished on application. 



